A Resurgent Presidency? Portuguese Semi-Presidentialism and the 2016 Elections

This article analyses the Portuguese presidential elections of January 2016, setting these within the backdrop of recent semi-presidential practice in Portugal. The election took place in the context of an apparent hollowing of the presidency, a pattern that potentially reflects the bailout that marked most of the second term of the outgoing president, Cavaco Silva. This pattern also helps explain the second-order nature of this presidential election. Despite potentially being an ‘open’ election – in that the incumbent had reached term limits – the election was characterised by low citizen mobilisation, low partisan involvement and low competitiveness. The initial two months of the newly elected president, Marcelo Rebelo de Sousa, suggests he is seeking to invert this hollowing pattern by mobilising popular support behind the presidency.     

Innovative activities and investment decision: evidence from European firms

The Journal of Technology Transfer - This paper investigates the role of innovative activity and other micro determinants, on firms’ investment behaviour. The empirical analysis is based on a...     

A Qualitative Study of Young Women’s Abusive First Relationships: What Factors Shape their Process of Disclosure?

Journal of Family Violence - We qualitatively explored young women’s intimate partner violence (IPV) victimization within abusive first relationships (characterized by physical IPV, coercive...     

Evaluating Others If They Stand Up for Their Moral Convictions,and Evaluating Ourselves If We Don't Stand Up

Social Justice Research - Acting on one’s moral principles is not always easy. Upholding one’s moral beliefs may run counter to one’s social environment or situational demands. It...     

The multiple faces of the entrepreneurial university: a review of the prevailing theoretical approaches

The Journal of Technology Transfer - The importance and the definition of an entrepreneurial university (EU), together with the factors that lead to its existence, have been widely discussed in the...     

A research context for welfare reform

Responsibility for the social safety net continues to “devolve” from the federal to state governments, and many states are now confronting the dilemmas inherent in redesigning welfare—dilemmas that faced Congress, too, as it sought to impose new conditions on receipt of public assistance. This article argues that reforming AFDC is difficult because the public has conflicting goals: putting welfare recipients to work; protecting their children from severe poverty; and controlling costs. For 25 years, reformers have viewed requiring welfare recipients to participate in work-promoting programs as uniquely able to balance these goals. Numerous studies have shown that this approach modestly increased employment and reduced welfare costs. More substantial gains have been achieved by some “mixed-strategy” programs, which stress immediate job entry for some recipients and employment-directed education or training for others. Many people remain on the rolls, however, prompting some policymakers to argue for substituting work-for-benefits or community service work (“workfare”) for welfare after a certain period of time, and others for ending all support. The limited knowledge about work-for-benefits programs suggests that, in contrast to work-promoting activities, this approach ultimately costs money. The research record confirms that there are no easy answers in welfare reform, and that states will have to weigh the trade-offs in considering alternative strategies.     

Detracking America's schools: Equity at zero cost?

Schools across the country are ending the practice of grouping students based on ability, in part, because of research indicating that tracking hurts low-ability students without helping students of other ability levels. Using a nationally representative survey conducted by the National Center for Education Statistics, (NCES) we reexamine the impact of tracking on high school student achievement through the estimation of a standard education production function. This approach allows us to control for the possibility that track is correlated with factors such as class size and teacher education. In addition, we address the possibility that there are unobserved student or school characteristics that affect both achievement and track placement. Our results indicate that abolishing tracking in America's schools would have a large positive impact on achievement for students currently in the lower tracks, but that this increase in achievement would come at the expense of students in upper-track classes.